Unit title: Other Worlds

Leaning area: History

Year level: 4
Year level description: First contacts
Duration of unit: 20 hours
Rationale
When Christopher Columbus sailed westwards across the Atlantic in 1492, he
was certain he would uncover a quicker route to Asia (The Mariners' Museum
2015). However, his miscalculations landed him on an island in part of the nation
now known as the Bahamas (The Mariners' Museum 2015). Columbuss voyages
marked the beginning of one of the most important periods in western history,
the age of exploration and discovery (Encyclopaedia Britannica Online 2015).
The European voyages of exploration permanently transformed the face of
commerce, culture, and society (The Mariners' Museum 2015, Encyclopaedia
Britannica Online 2015). However, the Europeans also wrought tremendous
destruction: they enslaved the native people of the lands they explored, which
resulted in adversity, conflict among tribes, and also the complete obliteration of
some tribes (Encyclopaedia Britannica Online 2015). For this reason, this unit of
work focuses on the Humanities and Social Sciences key value: social justice.
The objective of this unit is for students to develop an understanding of the
importance of building a society that appreciates the value of human rights, and
that is grounded on the principle of equality. It is imperative that students learn
to identify and empathize with diversity, appreciate the rights and dignity of all
individuals, and defend justice and fairness by confronting and righting
discrimination

and

oppression

(Sitko

1998).

The

significance

understanding is conveyed by this quote by Aung San Suu Kyi in 1994:

The true development of human beings involves much more than
mere economic growth.
empowerment

and

At its heart there must be a sense of

inner

fulfilment.

In

this

paradigm,

development requires democracy, the genuine empowerment of

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of

this

the people (United Nations Educational, Scientific and Cultural

Organization [UNESCO] 2002).
As citizens of the world, we share a common humanity. Thus, we each have a role
in respecting and ensuring the right of every individual to enjoy it equally.
This unit of work is developed based on a skills and inquiry-based model of
teaching. A constructivist approach is employed as constructivism emphasizes
reflective processes, the significant elements of metacognition, and the
development of positive relationships that guide powerful learning (UNESCO
2002). As part of an ongoing history of exploration, students will connect their
values and philosophies with their individual life experiences.

Identifying the Curriculum

The Year 4 History curriculum introduces students to world history and the
movement

of

peoples

(Australian

Curriculum

and

Assessment

Reporting

Authority [ACARA] 2014). The Achievement Standard states that By the end of
Year 4, students explain how and why life changed in the past, and identify
aspects of the past that remained the same. They describe the experiences of an
individual or group over time. They recognise the significance of events in
bringing about change. Students sequence events and people in chronological
order to identify key dates. They pose a range of questions about the past. They
identify sources, and locate information to answer these questions. They
recognise different points of view. Students develop and present texts, including
narratives, using historical terms (ACARA 2014).
The Achievement Standard defines the growth and development expected of
students from this unit of work and provides a framework for the scope of
knowledge, level of understanding, and sophistication of skills around which
activities and assessments are planned (ACARA 2014).
The collection, use, analysis and interpretation of sources support the key inquiry
question: Why did the great journeys of exploration occur? (ACARA 2014). The
key inquiry question facilitates the development of the two interrelated strands,
historical knowledge and understanding and historical skills in an integrated way
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(ACARA 2014). Students investigate the content descriptor: the journey(s) of AT

LEAST ONE world navigator, explorer or trader up to the late eighteenth century,
including their contacts with other societies and any impacts (ACARA 2014,
ACHHK078).

The Learning Focus

This unit follows the journeys of Christopher Columbus. Students examine

European exploration throughout the world up to the early 1800s and investigate
the impact of exploration and colonisation on these societies, the interactions
between the newcomers and these societies, and the cultural diversity that
occurred as a result of these experiences (ACARA 2014).
The activities facilitate students' understanding of key historical concepts (cause
and effect, continuity and change, empathy, perspectives, significance and
sources) and the achievement of following learning outcomes:
Knowledge

descriptions of how and why life changed in the past

rationalization of elements of the past that remained unchanged

explanations of the experiences of individuals and groups over time

Skills

identifying key dates and sequencing events chronologically

developing questions about the past

locating a range of sources to answer inquiry questions

communicating in a range of communication forms

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The

historical

skills,

general

capabilities

and

cross-curriculum

priorities

interwoven in this unit are detailed in the teaching sequence below. The general
capabilities encompass the knowledge, skills, dispositions and behaviours
essential to support young Australians to grow into confident and creative
individuals, successful learners, and active and informed citizens (ACARA 2014).
The cross-curriculum priorities provide opportunities for students to use the
knowledge and skills learnt and developed in the following learning areas:
English, Mathematics, Geography and Art. The Department for Education and
Child Development South Australian Teaching for Effective Learning framework is
used to guide the planning of the unit.

The teaching sequence

Teacher Focus

Learner Activity

Learner
organisatio
n&
resources

Historical Skills,
general
capabilities and
cross-curriculum
priorities

The Great
Expedition
by Peter
Carnavas,
interactive
whiteboard
(IWB),
suitcase,
items to
pack for
trip.

Literacy

Engagement
Activity 1
This activity
introduces
students to the
idea of exploration
and discovery,
engages them,
and promotes
discussion and
sharing of ideas.

Read The Great Expedition by Peter

Carnavas.
Show a slide of a car on the road
(Appendix 1).
Bring in a suitcase with a few items and
pretend to pack for a trip. Tell students
that they are explorers about to journey
to a foreign land. Ask students to think of
an item they would bring with them on
the trip. Allow students to share this with
the class.

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Critical and creative

thinking

Activity 2
This activity
encourages
interest and
motivation, and
allows students to
make connections
with what they
already know by
stimulating
inquisitiveness
about how the
map of the world
as we know now
was created.

Provide students with a map of the world

(Appendix 2) and ask them to label the
seven continents.
Introduce the map of the world as known
to Europe in 1418 (Appendix 3). What is
missing from this map?

Handouts,
writing
materials,
IWB

Numeracy
Critical and creative
thinking
Geography:
The location of the
major geographical
divisions of the world
(ACARA 2014,
ACHGK009)
Draw conclusions
based on the
interpretation of
geographical
information (ACARA
2014, ACHGS016)
Reflect on their
learning and suggest
responses to their
findings (ACARA
2014, ACHGS018)

Teacher Focus

Learner Activity

Learner
organisatio
n&
resources

Historical Skills,
general
capabilities and
cross-curriculum
priorities

IWB, preprepared
title cards,
thumb tacks,
post-it notes,
coloured
markers

Literacy

Developing a question
Activity 1
The idea of
investigating
other worlds will
further stimulate
students interest
and motivate
them to
subsequently
choose an

Who was the explorer who discovered

America?
Explain that there was an outbreak of
exploration from Europe to unknown
areas of the world during the fifteenth
and sixteenth centuries. The aim of this
unit of work is to investigate some of the
great explorations in world history.

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History:
Distinguish between
the past, present and
future (ACARA 2014,
ACHHS048)

explorer to
investigate.
This activity
enables the
teacher to gauge
what students
already know
about the topic.

The explorer being investigated is

Christopher Columbus. Show a picture of
Columbus (Appendix 4).
Divide a bulletin board in the class into
three equal sections, What I know, What
I want to know, and What I learnt.
Students write what they know about
Columbus and exploration on post-it
notes and put them up under the What I
know section of the bulletin board.
Activity 2

Teacher-directed
questions promote
the development
of historical
inquiry skills.
Students identify
possible aspects
to investigate and
pose questions.
The teacher can
identify areas of
interest, define
the unit of work,
and plan and/or
modify activities
to correspond with
the inquiry
questions.

Teacher Focus

What is Columbus story?

If students could travel back in time and
interview Columbus, what questions
would they ask him about his life,
journeys and accomplishments?

Post-it notes,
coloured
markers

History:

English:

As a class, discuss where to focus the

lessons in the unit by refining the
questions to investigate.

Engage in
conversations and
discussions (ACARA
2014, ACELY1656)

Learner
organisatio
n&
resources

Organising ourselves

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Literacy

Pose a range of
questions about the
past (ACARA 2014,
ACHHS083)

Students anonymously write a question

each on post-it notes and put them up
under the What I want to know section of
the bulletin board.

Learner Activity

Critical and creative

thinking

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Historical Skills,
general
capabilities and
cross-curriculum
priorities

Activity 1
This phase of the
inquiry model is
critical to
organising the unit
in a coherent and
logical way. The
teacher defines
expectations of
what is to be
accomplished and
establishes that
students are
active participants
in their learning.

Discuss with students how the unit will

be structured and establish the rationale
behind the order in which activities are
organized.

IWB

Personal and social

capability
Literacy

Students allocate themselves to groups

of three or four for group activities.
Explain that the creating a timeline
activity requires students to note down
all the important dates they encounter
during the collecting, analysing and
managing stage.
Brainstorm a list of key questions to
assist students in conducting their
research task. Write these on the IWB.
Discuss the length of time required to
complete the research task.

Collecting, analysing and managing information

Students learn to
gather evidence
and information
to answer some
of their earlier
questions.

Activity 1 (to be conducted in a

computer lab)
Students access the BBC Primary History
page on Columbus and explore the
sections: Why is Columbus famous? and
Early days.
Draw students attention to historical
terms and how they are used in context.
Students write these down to create a
glossary.
Remind students to record the years
when significant events occurred.
Students are given worksheets to answer
(Appendix 5).

http://www.b
bc.co.uk/sch
ools/primary
history/famo
uspeople/chr
istopher_colu
mbus/
Handouts,
writing
materials,
exercise
books,
dictionary

Historical terms: explorer, voyage,

renaissance, Vikings, port, merchant,
monks, trade, tides

*The skills,
capabilities and
cross-curriculum
priorities defined
here apply to this
entire stage of the
inquiry process
model
Information and
Communication
Technology (ICT)
Literacy
Numeracy
Critical and creative
thinking
Personal and social
capability
Mathematics:
Recognise, represent
and order numbers
(ACARA 2014,
ACMNA072)

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Teacher Focus

Learner Activity

Learner
organisatio
n&
resources

Historical Skills,
general
capabilities and
cross-curriculum
priorities

Collecting, analysing and managing information (continued)

Activity 2
The video further
stimulates
interest.

Play Sailing off the edge of the known

world, a video about Columbus first
voyage across the Atlantic.

Students gather
information from
a different type of
source (audiovisual).

Discuss how Columbus sought patronage

for his first voyage, his motivations, his
journey to the New World, and what
occurred when he landed.

Students examine
sources and
evaluate
information.

Activity 3 (to be conducted in a

computer lab)
Students explore the Columbus sets sail
and What Columbus discovered
sections on the BBC Primary History
page.
Discuss the meaning of the word
exchange. When you exchange
something with someone, what are you
doing?
Historical terms: spices, hold, shifts, halfhourglass, compass, traverse board, reef

http://splash.
abc.net.au/h
ome#!/medi
a/1503938/s
ailing-offthe-edge-ofthe-knownworld

History:

http://www.b
bc.co.uk/sch
ools/primary
history/famo
uspeople/chr
istopher_colu
mbus/

Use a range of
communication forms
and digital
technologies (ACARA
2014, ACHHS087)

Writing
materials,
exercise
books,
dictionary

Activity 4
Students learn to
examine
evidence, and
analyse sources.

Students get into their prearranged

groups. Each group is given prints of
eight paintings (Appendices 6-13) and
each student is given a handout with 12
statements (Appendix 14). Students
discuss the answer to each statement
(yes, no or unsure).

Prints of
paintings,
handouts,
writing
materials

Historical terms: trade route,

inhabitants, new world, natives, logbook

This activity may

challenge
students
perceptions,
knowledge, and
beliefs about
travel and
exploration.

Activity 5 (to be conducted in a

computer lab)
Students explore the What happened to
Columbus? and How Columbus changed
history sections on the BBC Primary
History page.
Allow students to express views/thoughts
on the impacts of Columbus voyages.

http://www.b
bc.co.uk/sch
ools/primary
history/famo
uspeople/chr
istopher_colu
mbus/

Historical terms: Hispaniola, colonies,

Christians, continent
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Use historical terms

(ACARA 2014,
ACHHS082)
Locate relevant
information from
sources provided
(ACARA 2014,
ACHHS084)

Sequence historical
people and events
(ACARA 2014,
ACHHS081)
English:
Interpret ideas and
information in spoken
texts and listen for
key points in order to
carry out tasks and
use information
(ACARA 2014,
ACELY1687)
Discuss literary
experiences with
others, sharing
responses and
expressing a point of
view (ACARA 2014,
ACELT1603).

Teacher Focus

Learner Activity

Learner
organisatio
n&
resources

Historical Skills,
general
capabilities and
cross-curriculum
priorities

Collecting, analysing and managing information (continued)

Activity 6
Students share
and organize
gathered
information

The story of the discovery of America

can be presented chronologically in a
timeline. A timeline is a calendar of
events. Draw an example using own life
or the school history.
As a class, create a timeline of the
significant events in Columbus story.

IWB, string,
blank cards,
coloured
markers or
connector
pens, tape

Historical terms relating to time (decade,

century, and millennium) may be
introduced. Students discuss these terms
in groups and give examples of
happenings/events they consider to be of
such timespans.
Students are asked to create a personal
timeline of their lives with the help of
their parents at home. These may be
accompanied by drawings, photos or
relevant documents if desired.
Making sense of information
Activity 1
Students use
concrete
materials to test
their ideas.

How did Columbus navigate?

Students sort out

acquired
knowledge,
synthesize and
discuss ideas to
solve
mathematical
problems.

Students organize themselves into their

respective groups. Give each group a
piece of string, an egg timer and a small
piece of wood. Students discuss and
postulate how these items may be used
together to determine speed and
distance. Show Understanding Dead
Reckoning slides (Appendices 16 and
17).

Show Dead Reckoning slide (Appendix

15).

IWB, string,
egg timers,
small pieces
of wood,
rough paper,
writing
materials

Ask students to help Columbus measure

the speed and distance travelled
(Appendix 18).

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Critical and creative

thinking
Numeracy
Personal and social
capability
Literacy
Mathematics:
Convert between
units of time (ACARA
2014, ACMMG085).
Solve word problems
by using number
sentences (ACARA
2014, ACMNA082).

Teacher Focus

Learner Activity

Learner
organisatio
n&
resources

Historical Skills,
general
capabilities and
cross-curriculum
priorities

http://tudore
xploration.r
mg.co.uk/nm
mflash/index
.htm

Literacy

IWB, writing
materials,
exercise
books

Personal and social

capability

Making sense of information (continued)

This activity
captures
students'
imagination,
stimulates
empathy and
encourages
discussion about
interpretations of
shipboard life.
Students
synthesize and
communicate
ideas through
creative writing.

Activity 2 (to be held in a computer

lab)
Show a picture of Columbus ships
(Appendix 19).
What do you think life aboard a ship was
like? Allow students to share their
views/thoughts.
Students are directed to the On The
Seas activity on the Tudor Exploration
website.
Discuss the discomforts and dangers of
seafaring.
Students are asked to envision what their
own voyage might be like. Introduce a
creative writing exercise where students
write a narrative of the highs and lows of
their voyage in the ships log.

ICT
Critical and creative
thinking

History:
Develop texts,
particularly
narratives (ACARA
2014, ACHHS086)
English:
Create literary texts
that explore
experiences and
imagining (ACARA
2014, ACELT1607)
Create literary texts
by developing
storylines, characters
and settings (ACARA
2014, ACELT1794)

Activity 3

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Students interpret
information and
communicate
thoughts and
ideas.

Show a map similar to the one Columbus

used for his first voyage (Appendix 20).
Discuss the following as a class:
-

Students
represent
information on
maps.

Which way would you travel to

get to Asia on this map?
Why did Columbus travel west to
get to Asia?
Where did he end up?
Where did he think he was?

IWB,
printouts of
maps,
writing
materials

Learner Activity

Critical and creative

thinking
Geography:
Interpret
geographical data to
draw conclusions
(ACARA 2014,
ACHGS030)

Give each student a map on which to

illustrate Columbus journey (Appendix
21).

Teacher Focus

Literacy

Represent data and

the location of places
and their features by
constructing maps
(ACARA 2014,
ACHGS015)

Learner
organisatio
n&
resources

Historical Skills,
general
capabilities and
cross-curriculum
priorities

IWB, citrus
fruits, coffee
beans,
olives,
avocado,
tomato,
corn,
capsicum,
cocoa, rice,
onion,
turnip,
pumpkin,
squash,
cards with
pictures of
livestock,
cards with
names of
diseases
such as
smallpox and
malaria

Ethical
understanding

Making sense of information (continued)

Activity 4
Students
communicate
knowledge
through playacting.

Show a slide depicting the Columbian

exchange (Appendix 22).
Divide the room into two sections, Old
World and New World. Students role-play
the Columbian exchange by carrying the
items traded and demonstrating the
direction of their travel.

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Critical and creative

thinking
History:
Use a range of
communication forms
(ACARA 2014,
ACHHS087)

Activity 5
Students discuss
and compare
ideas.
Students gather
information,
synthesize ideas
and represent
ideas pictorially

Ask students to name some celebrations/

commemorations around the world.
Discuss their origins and significance.
Introduce Columbus Day and explain
what it commemorates.

IWB,
printouts of
coats of
arms
templates

ICT
Literacy
Critical and creative
thinking
Art:

Show a picture of the coat of arms

granted to Columbus (Appendix 23).
Students discuss in groups what they
think each symbol (castle, lion, yellow
shapes, and anchors) stands for.

Use materials,
techniques and
processes to explore
visual conventions
(ACARA 2014,
ACAVAM111)

Students choose one of three templates

to take home and design their own coat
of arms (Appendices 24-26).

History:
Use a range of
communication forms
(graphic) (ACARA
2014, ACHHS087)

Provide the following link on symbols to

give them some ideas:
http://www.fleurdelis.com/meanings.htm

Celebrations and
commemorations
around the world
(ACARA 2014,
ACHHK064)

Teacher Focus

Learner Activity

Learner
organisatio
n&
resources

Historical Skills,
general
capabilities and
cross-curriculum
priorities

Communicating
Activity 1
Students justify
and communicate
information and
ideas.

Students present their individual

timelines and their coat of arms to the
class, and talk about why they chose
specific symbols/colours.

Planning and implementing actions

Activity 1
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Literacy
History:
- using a range of
communication forms
(oral) (ACARA 2014,
ACHHS087)

Students make
connections with,
and apply their
understanding of
the concepts
learnt throughout
the unit.

Students are given a research task: they

are to create a poster, slide show, or
timeline about one of the worlds great
explorers.

Literacy

Provide handouts (Appendix 27) with

suggestions of explorers and previously
discussed key questions as a scaffold.

Critical and creative

thinking

Numeracy
ICT

History:

Students refine
their research
skills.

- sequence historical
people and events
(ACARA 2014,
ACHHS081)
- use historical terms
(ACARA 2014,
ACHHS082)
- identify sources
(ACARA 2014,
ACHHS216)
English:
- incorporating new
vocabulary from a
range of sources into
own texts (ACARA
2014, ACELA1498)

Reflecting and evaluating

Students assess
their learning

Students write down what they learnt

about exploration and discovery and put
these up under the What I learnt? section
of the bulletin board.

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Thumb
tacks, post-it
notes,
coloured
markers

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Assessment
Formative assessments are conducted throughout the unit so as to monitor
students learning and provide feedback. These assessments take the form of
observations and a variety of tasks (answering worksheets, examining paintings
and using judgement/reasoning to draw conclusions, creating timelines, creating
and presenting their coat of arms, mathematical problem solving, narrative
writing, mapping and role-playing) to provide a complete, reliable and valid
picture of students knowledge and abilities.
These assessments give the teacher the opportunity to identify students current
levels of learning and evaluate their understanding in relation to the learning
outcomes defined in the rationale. The teacher is then able to plan subsequent
instruction and where necessary, consider supplementary learning opportunities
to provide additional support for students achieving below the expected
standard. The teaching program may also be reviewed and revised for future
students.
At the end of the unit, a summative assessment in the form of a research project
allows the teacher to assess students acquisition and comprehension of the
content knowledge, skills and key concepts covered. Students demonstrate their
ability to identify and critically evaluate texts of varying technicality and
complexity, make evident their understanding of the historical significance of the
age of exploration, and present these understandings in various forms of
communication. Students are assessed using a rubric which encompasses the
knowledge, concepts and skills as outlined in the learning focus.

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2979 words -

References
Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian
Curriculum v7.4, Assessment and Reporting Authority (ACARA), viewed 28 th
March 2015, http://www.australiancurriculum.edu.au/
British Broadcasting Corporation 2014, Christopher Columbus, viewed 31st March
2015,
http://www.bbc.co.uk/schools/primaryhistory/famouspeople/christopher_columbu
s/
Encyclopaedia Britannica Online 2015, Dead Reckoning, viewed 14th May 2015,
http://www.britannica.com/EBchecked/topic/154249/dead-reckoning
Florida Center for Instructional Technology 2009, The World as known to Europe ,
1418, viewed 10th May 2015, http://etc.usf.edu/maps/pages/3800/3853/3853.htm
Geographypods 2015, The Global Rich List, viewed 11th May 2015,
http://www.geographypods.com/development1.html
History.com 2009, Christopher Columbus, viewed 1st April 2015,
http://www.history.com/topics/exploration/christopher-columbus
History.com 2009, Columbus Day, viewed 22nd May 2015,
http://www.history.com/topics/exploration/columbus-day
The Mariners' Museum 2015, Christopher Columbus, viewed 22nd May 2015,
http://exploration.marinersmuseum.org/subject/christopher-columbus/
National Museum of Australia & Ryebuck Media Pty Ltd 2015, Why did the great
journeys of exploration occur?, viewed 31st March 2015,
http://australianhistorymysteries.info/resource-zone/primaryexploration/index.php
National Museum of Australia & Ryebuck Media Pty Ltd 2015, Image Library,
viewed 15th May 2015, http://australianhistorymysteries.info/resourcezone/primary-exploration/media.php
National Museum of Australia & Ryebuck Media Pty Ltd 2015, Image Library,
viewed 17th May 2015,
http://australianhistorymysteries.info/resource-zone/primaryexploration/images/crest.png
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viewed 17th May 2015,
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National Museum of Australia & Ryebuck Media Pty Ltd 2015, Why did the great
journeys of exploration occur?, viewed 17th May 2015,
http://australianhistorymysteries.info/resource-zone/primaryexploration/images/activity-4-atlantic-map.png
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National Museum of Australia & Ryebuck Media Pty Ltd 2015, Image Library,
viewed 17th May 2015,
http://australianhistorymysteries.info/resource-zone/primaryexploration/images/shield-1-template.gif
National Museum of Australia & Ryebuck Media Pty Ltd 2015, Image Library,
viewed 17th May 2015,
http://australianhistorymysteries.info/resource-zone/primaryexploration/images/shield-2-template.gif
National Museum of Australia & Ryebuck Media Pty Ltd 2015, Image Library,
viewed 17th May 2015,
http://australianhistorymysteries.info/resource-zone/primaryexploration/images/shield-3-template.gif
Sitko, J 1998, The Great Age of Exploration (14001550), viewed 22nd May 2015,
http://www.darke.k12.oh.us/curriculum/SocialStudies/the_great_age_of_exploratio
n.pdf
The Biography.com website 2015, Christopher Columbus, viewed 15th May 2015,
http://www.biography.com/people/christopher-columbus-9254209
The Etsy website 2015, The Road Trip, viewed 17th May 2015,
https://www.etsy.com/listing/155304396/travel-print-wanderlust-art-vintage
United Nations Educational, Scientific and Cultural Organization 2002, Learning
to be: A Holistic and Integrated Approach to Holistic Education

EDUC 5170

Lesley Kong 100096415

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